SEL Screening Tool - Basic Parent K-2
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K-2 Parent/Guardian Screener
Parent/Guardian Directions: Below is a short assessment regarding your child's understanding and ability to apply Social Emotional Skills in everyday situations. Please select the response for each question as it relates to the child.
1. The child is able to identify an appropriate emotion when asked "how they feel" at home. (i.e. The child is able to tell you, "I feel happy when I get to play with my friends outside.")
2. When discussing areas of strength at home, the child shares something they do well. (i.e. "I am good at helping my mom cook. I get all the ingredients out for the recipes.")
3. The child is able to identify how his actions might affect others. (i.e. The child is able to tell you, "My sister gets angry when I take her things without asking.")
4. The child admits when they have made a mistake. (i.e. When asked, the child will answer honestly when asked if they finished their chores).
5. The child tells someone when they are unable to complete a new task or chore. (i.e. The child asks for help when learning to tie their shoes and continues to practice using different methods until shoe tying is mastered).
6. The child waits for his/her turn while playing a game. (i.e. While playing a board/card game, the child waits and allows others to take their turn).
7. The child makes a responsible decision when they are in a situation with a "good" or "bad" choice. (i.e. When playing with others, the child will choose not to break the rule about leaving the yard even though the others decided to go to the park.)
8. The child will ask a question to gain a clear understanding of what is being asked of them. (i.e. before grabbing a snack, the child may ask how long until breakfast/lunch/dinner and make a reasonable decision on whether to eat the snack or wait until meal time.)
9. The child accepts a given solution to solve a conflict with others in the house. (i.e. when trying to decide a fair way to share the video game, the child agrees to setting a timer for each person's turn.)
10. The child follows simple one to three step spoken directions. (i.e. When told to get ready for bed, the child completes the nightly routine; put on pajama's and brush their teeth, with fewer than two reminders.)
11. The child is able to give two reasons why he/she chose a certain person to have as a friend. (i.e. When asked why they like to play with a certain friend, the child is able to state two reasons why he/she is a good friend.)
12. The child uses positive words that shows respect toward others regardless of their race, abilities, language, culture or religion. (i.e. the child notices someone at the park in a wheelchair and asks if they would like to swing together.)
13. The child maintains appropriate personal space or social distancing from friends and family. (i.e. While watching a movie with others, the child leave space for the person(s) around them.)
14. The child identifies up to 2 nonverbal cues that help determine how others are feeling. (i.e. Noticing his/her brother clinching his fist and crying, the child can ask an adult [or child if appropriate] what has made the child angry)
15. The child displays an appropriate behavior to get the attention of others. (i.e. during dinner, the child will signal or wait for a break to ask a question or make a comment about the discussion.)